Behavior Therapy with High Level, Institutionalized, Retarded Adolescents

1966 ◽  
Vol 33 (4) ◽  
pp. 229-233 ◽  
Author(s):  
Steve G. Doubros
Keyword(s):  
Verbal Behavior ◽  
Behavior Therapy ◽  
Nonverbal Behavior ◽  
Verbal Aggression ◽  
High Level ◽  
Principles Of Learning

The thesis of this paper is that instrumental, nonverbal behavior can be modified by a deliberate, repetitive, and systematic conditioning of verbal behavior according to experimentally established principles of learning. Verbal aggression or obnoxiousness, when extinguished during therapy, will lead to the extinction of overt, motor aggression, since what a person does is reinforcing what he says. Two therapy cases are presented in support of this thesis.

Responses to an opponent’s nonverbal behavior in a televised debate

2013 ◽  
Vol 2 (2) ◽  
pp. 179-203 ◽  
Author(s):  
Harry Weger ◽  
John S. Seiter ◽  
Kimberly A. Jacobs ◽  
Valerie Akbulut
Keyword(s):  
Nonverbal Behavior ◽  
Significant Interaction ◽  
Verbal Aggression ◽  
Small City ◽  
Response Type ◽  
Verbal Aggressiveness

This study examined audience perceptions of a political candidate’s credibility and likeability as a function of varying the candidate’s responses to an opponent’s nonverbal disparagement during a televised debate. 412 participants watched a purported televised debate between candidates for mayor in a small city in Utah. In all six versions, one debater engaged in strong nonverbal disagreement during his opponent’s opening statement. His opponent responded to the nonverbal behavior with one of six decreasingly polite messages. Results indicated that more direct (i.e., less polite) messages increased audience perceptions of the speaker’s expertise and character compared to providing no response. The results also showed a significant interaction between response type and audience member’s level of trait verbal aggressiveness. The “indirect” and “on-record with redress” responses led to stronger perceptions of speaker composure and extroversion for members high in verbal aggression and the “off the record” strategy led to higher perceptions of extroversion and composure for members low in verbal aggression.

Nonverbal Dominance Versus Verbal Accuracy in Lie Detection

2008 ◽  
Vol 35 (10) ◽  
pp. 1323-1336 ◽  
Author(s):  
Aldert Vrij
Keyword(s):  
Verbal Behavior ◽  
Nonverbal Behavior ◽  
Police Officers ◽  
Lie Detection ◽  
Nonverbal Cues ◽  
Verbal Cues ◽  
Police Practice ◽  
Cues To Deception ◽  
Lie Bias

With the exclusion of some specific circumstances, police officers typically pay more attention to nonverbal behavior than verbal behavior when they attempt to detect deceit. One of the reasons for this is that they believe that suspects are less able to control their nonverbal than verbal behavior and, consequently, nonverbal cues to deception are more likely to leak through. The author states that this assumption is not necessarily valid; deception research has revealed that many verbal cues are more diagnostic cues to deceit than nonverbal cues. Paying attention to nonverbal cues results in being less accurate in truth/lie discrimination, particularly when only visual nonverbal cues are taken into account. Also, paying attention to visual nonverbal cues leads to a stronger lie bias (i.e., indicating that someone is lying). The author recommends a change in police practice and argues that for lie detection purposes it may be better to listen carefully to what suspects say.

Developing Correspondence between Verbal and Nonverbal Behavior: Switching Sequences

1973 ◽  
Vol 32 (3_suppl) ◽  
pp. 1111-1117 ◽  
Author(s):  
Allen C. Israel
Keyword(s):  
Preschool Children ◽  
Verbal Behavior ◽  
Nonverbal Behavior ◽  
Free Play ◽  
Nonverbal Behaviors ◽  
Target Behaviors ◽  
The Third ◽  
Verbal And Nonverbal Behaviors ◽  
Subsequent Introduction ◽  
Effect Learning

Preschool children in a free-play situation experienced two training situations where verbal and nonverbal behaviors were reinforced: doing then saying and saying then doing. The effects of these two sequences on the training of correspondence was examined. Correspondence was defined as the presence of both the verbal and nonverbal target behaviors. Children experienced two doing-saying sequences followed by one saying-doing sequence. Initially, reinforcement of both verbal and nonverbal behavior produced significantly higher rates of correspondence than reinforcement of verbal behavior alone. However, during the second activity reinforcement of verbal behavior alone was sufficient to produce higher levels of correspondence. Switching the sequences of behaviors to saying-doing during the third activity, produced results similar to those obtained for the first activity. The results are discussed in terms of training “generalized” correspondence; specifically, the effect learning a doing-saying sequence had upon the subsequent introduction to a saying-doing sequence.

scholarly journals The Cultural Differences in Etiquette and Customs Between China and Britain in Nonverbal Communication

2021 ◽  
Vol 3 (3) ◽  
pp. 7
Author(s):  
Huan Yang
Keyword(s):  
Verbal Behavior ◽  
Cultural Differences ◽  
Nonverbal Communication ◽  
Nonverbal Behavior ◽  
The Common ◽  
Chinese And English ◽  
English Culture

Nonverbal behavior as well as verbal behavior, is closely related to culture when expressing ideas. Due to the huge differences between Chinese and English culture, there are also a lot of differences in nonverbal communication. By comparing the common etiquette and customs in nonverbal communication activities between China and Britain, meanwhile the cultural differences between them are figured out.

From Actualizing to Verbal Behavior Therapy: An Elephantine Encyclopedia

2003 ◽  
Vol 48 (1) ◽  
pp. 23-24
Author(s):  
Lillian M. Range ◽  
Kaki M. York
Keyword(s):  
Verbal Behavior ◽  
Behavior Therapy

scholarly journals Nonverbal behavior correlated with the shaped verbal behavior of children

1990 ◽  
Vol 8 (1) ◽  
pp. 43-55 ◽  
Author(s):  
A. Charles Catania ◽  
C. Fergus Lowe ◽  
Pauline Horne
Keyword(s):  
Verbal Behavior ◽  
Nonverbal Behavior

scholarly journals Epistemic Vigilance in Early Ontogeny: Children’s Use of Nonverbal Behavior to Detect Deception

2021 ◽  
Vol 19 (1) ◽  
pp. 147470492098686
Author(s):  
Maliki E. Ghossainy ◽  
Laith Al-Shawaf ◽  
Jacqueline D. Woolley
Keyword(s):  
Verbal Behavior ◽  
Nonverbal Behavior ◽  
Early Ontogeny ◽  
Nonverbal Cues ◽  
Verbal Information ◽  
Older Children ◽  
Epistemic Vigilance ◽  
Nonverbal Information

This study examines the development of children’s ability to modulate their trust in verbal testimony as a function of nonverbal behavior. Participants included 83 children (26 four-year-olds, 29 five-year-olds, and 28 six-year-olds) that were tasked with locating a toy hidden in one of two boxes. Before deciding the location, participants watched a video of an adult providing verbal and nonverbal cues about the location of the toy. We hypothesized that older children would display epistemic vigilance, trusting nonverbal information over verbal information when the two conflict. Consistent with our expectations, when sources were consistent, all children trusted the verbal testimony. By contrast, and as predicted, when they were inconsistent, only 6-year-olds distrusted verbal testimony and favored nonverbal cues; 4- and 5-year-olds continued to trust verbal testimony. Thus, 6-year-old children demonstrate an ability to modulate their trust in verbal testimony as a function of nonverbal information. Younger children's inability to do this is not due to their being unaware of non-verbal behavior; indeed, when nonverbal information was offered exclusively, children of all ages used it to find the object.

Effects of Modeling and Model-Observer Similarity in Imitation and Generalization of Aggressive Verbal Behavior

1972 ◽  
Vol 31 (2) ◽  
pp. 599-601 ◽  
Author(s):  
John L. Dove ◽  
William T. McReynolds
Keyword(s):  
Boundary Conditions ◽  
Verbal Behavior ◽  
Social Activism ◽  
Interaction Effects ◽  
Verbal Aggression ◽  
Significant Generalization ◽  
Modeling Theory ◽  
Model Observer

This study involved 80 male undergraduates and was designed to assess the effects of varying model and observer similarity on a measure of social activism on the imitation and generalization of aggressive verbal behavior. The 2 × 2 × 2 design varied S's and model's espoused social activism and modeled verbal aggression. Significant modeling and S-activism effects were observed; however, there were no significant generalization or interaction effects. The latter findings suggest a need for further clarification in modeling theory in delineating the boundary conditions for the occurrence and extent of the imitative process.

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